BalancEdTech - Project Based Learning Continuum

Project Based Learning Continuum
Authenticity
Activity is for an academic purpose only and has little relevance to the outside world for the students "Just-in-case" learning	Activity is for an academic purpose and has some degree of relevance to the outside world for the students.	Project connects to a real need, problem or issue in the world relevant to students' lives. With teacher suggestion, students select tools, tasks or processes to complete their project. Sets up a scenario or simulation that is realistic or fictitious within the classroom	Meaningful & relevant to students Meets a real need in the world beyond the classroom, or the products that students create are used by real people Focuses on a problem, issue or topic that is relevant to students' lives or on a problem or issue that is actually being faced in the "real" world Scenario/simulation is meaningful and genuine involving tools, tasks or processes used by adults in real settings and by professionals in the workplace "Just-in-time" learning
*Real World/Significant*
Project/problem is significant to teacher or to national/state/district standards	Teacher transfers significance of learning the content/skills to students (usually because the content/skills will be needed at higher grades or possibly in a future career)	Project/problem is significant to students school/local community Resembles process of content/process experts Plays a junior version of the "Whole Game" Skills from project are applicable to the "real world"	Project/problem is significant to how our larger world works Uses the process of content/process experts Plays the "Whole Game" Skills are used directly in the "real world" during the project
*Questions/Challenges/Problems*
Teacher chosen Closed-ended	Teacher chosen Open-ended Requires 1-2 of: interpretation, analysis, synthesis or evaluation	Student chosen w/ scaffolding Requires 2-3 of: interpretation, analysis, synthesis or evaluation	Student voice Student choice Requires: interpretation, analysis, synthesis and evaluation
*Process*
Teacher selected process - sequential Traditional skills Teacher time management Teacher directed	Teacher selected process - iterative (recursive/repetitive process)	Student modified process based off standard model Time for inquiry and discovery	A student process that synthesizes elements from multiple models Tool flexibility with traditional and “21st century” skills Time to reflect Student time management of iterative process Metacognition Learning to learn Self-directed Time to F.A.I.L. (see below)
*Creativity/Innovation*
Process, knowledge, insights, and product are as expected Students use tools as teacher told them to use them or as they were originally designed (lack of tool flexibility)	Student's process, knowledge, insights and/or product are novel/unique to the student	Student's process, knowledge, insights and/or product are novel/unique to the class/school	Process, knowledge, insights and/or product are novel/unique to the subject/field F.A.I.L.ure (see below) leads to creativity, tool flexibility & process flexibility
*F.A.I.L.ure*
Only one or a few right answers or one linear process Teacher structures the work/project to avoid failures/problems/wrong answers	Teacher gives rote process to help students avoid problems Teacher determines when students should keep going or move on	Teachers and students recognize problems as an opportunity to learn Students with teacher guidance determines when students should keep going or move on.	Teachers and students embrace failure as opportunity to learn Teachers and students embrace failure as an opportunity to practice perseverance
*Collaboration/Grouping*
One student per project	Small group - student roles are all the same or undefined	Teacher designed, interdependent roles - requires synthesis	Student designed, interdependent roles - requires synthesis Knowledge Building Community Studio Learning
*Assessment*
Teacher created summative assessment Work does not resemble the kind of work done in the world outside of school, or it is not intended to have an effect on anything apart from an academic purpose.	Teacher created formative and summative assessments (pre-test/post-test) Work that simulates what happens in the world outside of school without a real impact on the real world.	Student and teacher co-created formative assessment Goal setting Work that simulates what happens in the world outside of school and has an impact on the real world.	Student created - Individualized Formative Student led Peer to peer - peer critiques Outside feedback Process AND product Students are doing work that is real to them - it is authentic to their lives - or the work has a direct impact on or use in the real world.
*Product*
Teacher selected product - all same	Teacher selected product - from list of options	Student chosen product	Student chosen product(s) that fit with the content, purpose, audience Design & Create (Making, Design Thinking, etc.)
*Sharing/Publishing*
Polished & completed projects are submitted to teacher	Polished & completed projects are shared with class	Reflections are made & published at pre-determined points Final product is shared with and between classes and parents	Ongoing (process, product, reflection, revisions, etc.) Shared outside of school Purposeful Authentic Paying It Forward
*Interdisciplinary*
Single subject	Small overlap	Purposeful/forced overlap	Seamless
*Core Content*
Minor details are as important as significant ideas Content (not skills) is focus of project	Significant content driven through engaging, relevant questions Content, with some skills, is focus of project	Significant ideas demonstrated throughout student directed projects Content and skills are focus of the project	Significant ideas demonstrated throughout student directed projects Skills are the primary focus of the project
*Resources*
Teacher selected resource(s)	Students choose from teacher selected set of resources	Student selected traditional analog or electronic resource(s)	Student created resources (experiments, data collection, prototypes, found experts, etc.) Student curated resources
*Experts*
Teacher and/or text book	Set of teacher selected experts	Students identify experts from classroom network	Students as experts Outside experts found by students
*Scope*
All skills taught in single project	Mini lessons taught throughout year, culminate in 1 big project	Combination of mini lessons, self learning, and class peeragogy	Self-learning & peeragogy (PLN within class, school, and outside of school) Community oriented (beyond classroom walls)
*Frequency*
Once or twice per year	Once per quarter	Monthly	Primary mode of learning
*Scale*
One big project	Several small projects	Variety of size projects	Determined by students
*Teacher Roles*
Teacher as expert Teacher as answerer Teacher directed lesson scaffolding	Gradual release of responsibility Scaffolding 1-2 elements from fourth column	3-4 elements from fourth column	Equal learner Questioner, not answerer Coach Model Self-Directed Learning Expert Sounding board Supplier Critic \| Devil's Advocate Cheerleader/Motivator
*Student Role*
Students do what teacher tells them as best they can	Gradual release of responsibility 1-2 elements from fourth column	3-4 elements from fourth column	Students help each other (students as teachers) Students evaluate themselves and others Students devise/revise the process Students determine products Students select relevant projects, process & product Students find outside expertise as needed Students share their expertise outside of their classroom/school Students develop PLNs
Technology Integration - SAMR
Substitution - Tech acts as a direct tool substitute, with no functional change	Augmentation - Tech acts as a direct tool substitute, with functional improvement	Modification - Tech allows for significant task redesign	Redefinition - Tech allows for the creation of new tasks, previously inconceivable

Process

Brainstorm continuum
Give teachers time to provide online feedback on continuum prior to and at staff mtg or PLC time
Leadership Team subgroup revises continuum per input aligned with research-based practices
Have teachers evaluate a "project" given to them by the leadership committee
Teachers provide additional feedback on continuum
Have teachers bring a "project" to evaluate using the continuum
Teachers provide additional feedback on continuum
Leadership subcommittee finalizes draft of continuum to be used to guide project based learning at BCS

Questions

Does this make sense for project based learning? Problem based learning? Challenge based learning?
What ought we add or check that it is included throughout?
- Learning to learn
- Hands-on
PBL as "Making Memories"?
Should the authenticity items be moved to related sections or kept separate?

Discussion

Subject	Author	Replies	Views	Last Message
Curation Link	BalancEdTech	0	25	Jul 7, 2014 by BalancEdTech
Comment added:	BalancEdTech	0	16	Mar 7, 2014 by BalancEdTech

More Resources

Is It Project-Based Learning, Maker Education or Just Projects?